INTRODUCTION:Chronic pain is a biopsychosocial experience that can impact peoples' ability to participate in everyday occupations. Mobile health applications, or apps, have the potential to make chronic pain services more effective and accessible. However, the quality of many health apps is not known, which creates a critical challenge for occupational therapists who aim to deliver evidence-informed intervention. This study rated the quality of apps available for Australian occupational therapists to use with clients who have chronic pain. CONSUMER AND COMMUNITY INVOLVEMENT:No consumer and community involvement. METHODS:This study used a cross-sectional descriptive design to (1) identify chronic pain-relevant apps through browser and app store searches, and through a survey of Australian occupational therapists; and (2) evaluate the quality of the apps relevant to occupational therapy practice, at a single point in time, using the Mobile Application Rating Scale. RESULTS:A total of 27 eligible apps were identified (n = 27). The 27 apps were rated for quality. The mean Objective Quality score of all apps was 3.33/5.00 (acceptable), with a range of 2.14 (poor) to 4.13 (good). The mean Objective Subsection Quality scores were 3.88 (acceptable) for Functionality, 3.25 (acceptable) for Aesthetics, 3.23 (acceptable) for Information, and 2.96 (poor) for Engagement. The mean Subjective Quality score of all apps was 2.67 (poor), with a range of 1.00 (inadequate) to 4.25 (good). CONCLUSION:There was no consistent standard to the quality of chronic pain-relevant apps identified. Occupational therapists may not be identifying all high-quality chronic pain-relevant apps currently available. Findings highlight that occupational therapists lack access to an easy method to identify and verify high-quality apps for use with clients who have chronic pain. Further work is needed to ensure occupational therapists can identify and evaluate the quality of chronic pain-relevant apps in a rapidly changing field of practice.
INTRODUCTION:Collaborative relationship-focussed practice centres on the relational aspects of co-designing priorities and goals with individuals, collectives, and occupational therapists. To establish a relationship with immigrant families of children with disabilities, aligning the goals with their values and resources is essential. However, this is perceived as challenging, and there is a significant knowledge gap regarding how the goals are set in the occupational therapy process with immigrant families of children with disabilities. OBJECTIVES:This study aimed to explore how immigrant families of children with disabilities contribute to and influence the occupational therapy goal-setting process. METHODS:This study employed a qualitative methodology using constructivist grounded theory. This methodology enabled the researcher to inductively frame theory grounded in data in an area with limited literature. CONSUMER AND COMMUNITY INVOLVEMENT:Consumers and community members were not involved in the development or undertaking of this research. RESULTS:The occupational therapy goal-setting process is complex and is influenced by families' culturally constructed wants, professional frameworks, and the demands of the broader system. Currently, the professional frameworks and demands of the system overshadow the occupational therapy goal-setting process, compromising the focus on the overarching wants of immigrant families. CONCLUSION:Collaborative relationship-focussed occupational therapy practice involves shifting and centring the position of the immigrant families of children with disabilities. This can only be achieved by understanding and integrating families' wants into the occupational therapy process. Recognising and addressing their wants helps occupational therapists contextually position the family within their cultural, social, and political context.
INTRODUCTION:There is limited availability of community-based rehabilitation for people with dementia. This study explored stakeholder perspectives to inform the design of an occupational therapy-led at-home dementia rehabilitation programme. METHODS:Four co-design workshops were conducted over 6 months with 16 participants, including people with dementia, care partners and health-care professionals. Transcribed workshop discussions underwent iterative thematic analysis to inform the final intervention components and philosophical foundations. CONSUMER AND COMMUNITY INVOLVEMENT:People with dementia and their care partners discussed what an at-home dementia rehabilitation programme should entail. As consumer and community contributors, they informed programme refinements by shaping decisions about intervention content at each workshop. FINDINGS:Four themes underpinned the intervention components and philosophical foundations for the programme: (1) accessible dementia care, driven by increased community awareness; (2) person-centred care: understanding a person's unique needs, preferences and goals; (3) empowerment through community engagement and continuous support; and (4) coordinated multidisciplinary care, essential for continuity and effectiveness. Person-centred care requires tailoring individual goals within a multidisciplinary structure, with allied health assistant intervention delivery and personalised resources prepared with oversight from the occupational therapist. Stakeholders endorsed programme leadership by occupational therapists, with physiotherapy support where mobility or exercise components were required and delivery by allied health assistants under clinical supervision. CONCLUSION:Codesign workshops defined an at-home dementia rehabilitation intervention founded on occupational therapy philosophies of care, with accessibility, empowerment and a comprehensive referral and intake process as central to individualisation. Assessing the programme's feasibility and effectiveness may enable personalised care that helps people with dementia maintain independence at home. Allied health assistants may offer a cost-effective option, improving access to rehabilitation for people with dementia, as with other chronic conditions.
INTRODUCTION:Falls among older adults are a major cause of death, injury, and loss of independence. High-certainty evidence demonstrates that comprehensive, occupational therapy-led home fall-hazard reduction interventions can reduce the number of falls among older adults at high risk. Despite this evidence, these interventions are not routinely implemented in practice. Current literature provides limited insight into the factors that influence successful implementation of home fall-hazard reduction interventions. This study seeks to address the following research question: 'What influences the success of occupational therapy-led, home fall-hazard reduction intervention implementation from the perspectives of academic and practising therapists with expertise and experience in this field?' METHODS:Using a descriptive qualitative design, data were gathered via two small group interviews and one individual interview with occupational therapists experienced in implementing home fall-hazard reduction initiatives. Participants were purposively sampled to ensure data collection from participants with relevant experience, either as an academic or practising therapist. Data were analysed using reflexive thematic analysis to identify factors influencing successful implementation. CONSUMER AND COMMUNITY INVOLVEMENT:There was no consumer or community involvement. FINDINGS:Five academics and four practising therapists were interviewed. Four interconnected themes were derived from the data: (1) multiple and layered measures of implementation success; (2) foregrounding falls prevention; (3) articulating a place for home fall-hazard reduction in the falls prevention landscape; and (4) structured guidance and protocols. The interrelated nature of the themes has been illustrated in a theoretical conceptual model. CONCLUSION:The findings suggest that attending to the multiple measures of implementation success for home fall-hazard reduction intervention, particularly those that are context driven, may strengthen uptake across diverse practice settings. Furthermore, maximised success in implementation requires clear guidance on intervention components, improved articulation of intervention fit within the wider fall prevention landscape, and targeted support to enable occupational therapists to foreground falls prevention in practice.
INTRODUCTION:Identifying and addressing the support needs of forensic mental health patients in daily life occupations is critical yet complex due to the health comorbidities and environmental restrictions impacting their participation. Occupational therapists support forensic patient recovery by facilitating their performance in daily life occupations required at home and in the community. Standardised assessments of daily living are important for guiding interventions. The Home Support Needs Assessment (HSNA) is a standardised measure identifying unmet support needs in daily life occupations. The aim of this study was to evaluate its initial acceptability and feasibility for occupational therapists' use in a forensic mental health setting. METHODS:An exploratory convergent, parallel mixed-methods design was used. Semi-structured interviews with five forensic occupational therapists explored their perspectives about using the HSNA in practice. Interview transcripts were analysed using reflexive thematic analysis. HSNA data were extracted from 13 patient medical records and summarised using descriptive statistics. CONSUMER AND COMMUNITY INVOLVEMENT:There was no consumer and community involvement in this research as the focus of the study was on occupational therapists. FINDINGS:Three overarching themes were generated: value of the assessment, informed care planning, and applicability to the environment. The HSNA was found to structure observations, facilitate discussions about daily life occupations, and clarify ongoing support needs. An over-support of some needs emerged as a unique factor of the forensic mental health environment. Some items were viewed as not applicable to the setting. CONCLUSION:The HSNA highlighted that the safety focus of the secure environment inadvertently limited opportunities for patients' involvement in daily life occupations. Acceptability was associated with enabling holistic occupational assessment. Further tailored training may increase overall implementability.
INTRODUCTION:Borderline personality disorder (BPD) is a complex and prevalent diagnosis with impact on occupational performance. Occupational therapists are well-placed to provide rehabilitation services for those diagnosed with BPD. Thus, this study aimed to explore the models, approaches, assessment tools, and interventions used by Australian occupational therapists, including perspectives on current practice. METHODS:An online questionnaire was constructed, piloted, and distributed to occupational therapists in Australia who had experience working with adults diagnosed with BPD within the last 5 years. Demographic details and drop-down responses were analysed using descriptive statistics, while open-text qualitative responses were analysed using summative content analysis. CONSUMER AND COMMUNITY INVOLVEMENT:There was no consumer or community involvement. RESULTS:Sixty-three occupational therapists across Australia responded, with more than half employed in private practice. Occupation-based, trauma-informed, recovery and sensory approaches were most frequently reported. Over three-quarters of respondents used the Sensory Profile, with all except one respondent using open discussion with clients for assessment. Stress management techniques were the most frequently used intervention. The top three limitations and gaps for BPD practice were time constraints, underdevelopment of practitioner knowledge and skills and workload/capacity. Limited funding and fragmented service/system design (n = 32) were the top contributing factors to practice gaps. CONCLUSION:Australian occupational therapists work with people diagnosed with BPD across diverse practice areas, predominantly in private practice settings. Trauma-informed care was valued by occupational therapists in practice, but its application needs to be more explicit in assessment and intervention choices. Occupation-based practice needs a distinct and stronger evidence base to determine effectiveness in promoting occupational performance.
INTRODUCTION:Early vocational rehabilitation has potential to achieve earlier return to work and mental health benefits following major traumatic injuries (spinal cord injury, traumatic brain injury and multitrauma orthopaedic injuries, including amputation), but clinicians seek guidance regarding delivery of early vocational rehabilitation. This study aimed to describe the activities and reflections of therapists within multidisciplinary teams providing early vocational rehabilitation for individuals with major traumatic injuries. METHODS:The activities and perspectives of therapists implementing early vocational rehabilitation were explored through (1) quantitative analysis of frequency and time engaged in therapy activities using an adapted Case Management Taxonomy, (2) content analysis of free-text therapist reflections of their early vocational rehabilitation sessions, and (3) thematic analysis of therapist interviews. CONSUMER AND COMMUNITY INVOLVEMENT:Participatory action research principles were used to engage key stakeholders, including peer support and advocacy groups, in guiding the development of the early vocational rehabilitation service components, associated consumer, and staff materials (e.g., interview questions), and provide ongoing monitoring and advice on the service implementation. RESULTS:The therapists responded to patients' employment concerns by providing practical and emotional support, for an average of 12 sessions, commencing on average 47 days post-injury. Core therapist activities included multidisciplinary team and employer liaison to exchange information and foster work connections, coordination, individualised work-related activities, and monitoring to promote injury management and work capacity. Therapists reflected that wide-ranging individual circumstances and injury-related and psychological barriers impacted work capacity, but positive emotional responses facilitated return to work. CONCLUSION:Early vocational rehabilitation needs to be tailored to patient presentation and circumstances, injury-related and psychological barriers, fostering hope, purpose, and employer connections.
INTRODUCTION:Practice education is an essential component of occupational therapy programmes in Australia, providing supervised opportunities for students to develop skills across diverse practice settings. Rising student enrolments have intensified pressure on universities to secure sufficient practice education opportunities, prompting exploration of alternative models and emerging settings. The research setting, with supervision provided by occupational therapists working in research roles, presents a promising but under-utilised option for practice education. OBJECTIVE:This study aimed to explore the perspectives and experiences of occupational therapy and physiotherapy students, practitioners, and university educators on placements in a research setting. METHODS:Semi-structured interviews (n = 30) were conducted with occupational therapy and physiotherapy students, practitioners with experience working in research-specific roles, and university educators. The Theoretical Domains Framework guided the development of the interview schedules. Participants were recruited using purposeful and snowball sampling. Data were analysed thematically. CONSUMER AND COMMUNITY INVOLVEMENT:The interview schedule was developed in consultation with research practitioners and university educators. FINDINGS:Practice education is occurring within research settings, though it is not yet common, with generally positive perceptions reported among those involved. Participants viewed these placements as an opportunity to strengthen research confidence, develop research readiness, and generate interest, alongside meeting core placement competencies. For some participants, practice education in a research setting was a new concept. University educators questioned whether all research settings could satisfy accreditation requirements. Seven themes were identified: research confidence, professional responsibility, sparking interest, missed opportunity, accreditation requirements, fear of missing out on client contact, and risks to the research quality. CONCLUSION:Utilisation of the research setting for practice education may strengthen students' understanding of how evidence is generated and translated into practice, helping to address persistent concerns about low research confidence and engagement. Effective implementation will require collaboratively developed models that reflect the needs of all stakeholders. Ongoing trial and evaluation are essential to determine feasibility, educational value, and impact.
INTRODUCTION:Understanding the form, function, and meaning of occupations is essential for effective occupational therapy practice. Parenting is widely recognised as a meaningful and valued occupation. The Parenting Occupations and Purposes (POP) Framework conceptualises parenting occupations and their underlying purposes, but its validity in real-world contexts has not been tested. This study aimed to evaluate the applicability of the POP Framework among parents in Ireland. METHODS:An exploratory descriptive design using Experience Sampling Methodology captured real-time data on parenting occupations and purposes via the Participation In Everyday Life mobile application. Data were analysed using descriptive and inferential statistics as well as deductive and inductive content analysis to assess the framework's applicability to the sample. CONSUMER AND COMMUNITY INVOLVEMENT:Collaboration with the POP Framework developers ensured accurate application of its concepts. Partnership with the developer of the Participation In Everyday Life mobile application supported correct setup and usability. RESULTS:Forty-four parents completed 1150 surveys over 7 days. All categories in the POP Framework were represented. The most frequent occupation was attending to the child's basic needs (223 occurrences) while seeking help appeared only once. Among purposes, having the child's basic needs met dominated (571 occurrences), whereas purposes related to continuous parental development were least frequent. New examples of occupations emerged, including faith-based activities, purchasing discretionary goods, and technology-mediated monitoring (e.g., texting a spouse to check on a child), suggesting areas for framework expansion. CONCLUSION:Findings support the validity of the POP Framework in a real-world context while highlighting opportunities for refinement to capture cultural and technological dimensions of parenting. Enhancing the framework may improve understanding of parenting occupations and inform more comprehensive occupational therapy services for parents.
Health disparities experienced by mothers of children with disability highlight the need for mental health and wellbeing interventions. This study investigated the health behaviour, health-seeking, mental health, wellbeing and longitudinal outcomes for participating mothers in the Healthy Mothers Healthy Families (HMHF) e-workshop package. METHODS:Data were collected at baseline (T1), post-intervention (T2), 6 weeks post-workshop (T3), and 12 weeks post-workshop (T4). The HMHF package included: three, 2-hour HMHF e-workshops facilitated by trained peer facilitators, messaging group support, electronic workbook, and online modules. Outcome measures included the Health Promoting Activities Scale (HPAS); Depression Anxiety Stress Scale (DASS-21); Psychological General Wellbeing Index - subscales wellbeing (PGWBI-PWB), vitality (PGWBI-VT) and general health (PGWBI-GH); Family Empowerment Scale - Cohesion (FES-C); Family Environment Scale - Family (FES-Family); and My Families Accessibilities and Community Engagement (MyFACE). CONSUMER/COMMUNITY INVOLVEMENT:This project is about a co-designed intervention that is delivered by trained consumers. RESULTS:Outcomes for mothers (N = 56) from T1-T4: HPAS increased (Δ = 8.90, 95% CI 6.70-11.10, P < 0.001); Psychological distress decreased, with lower DASS Depression (Δ = -3.16, 95% CI - 4.84 to -1.47, P < 0.001), Stress (Δ = -6.45, 95% CI - 8.67 to -4.24, P < 0.001), and Anxiety (Δ = -2.26, 95% CI - 3.88 to -0.65, P = 0.006). Improvements were observed for psychological wellbeing and vitality, and for family environment, while no significant changes were found for general health or attitudes to community accessibility (MyFACE). Mothers reported improved stress management, diet, physical activity, participation in leisure, and self-concept. CONCLUSION:The HMHF package was effective in promoting positive and sustained mental health and wellbeing at 12-week follow-up. Increased engagement in health-promoting activities is indicative of effective inclusion of healthy habits in the daily routines of mothers who participated in the workshops. This online, group-based programme with occupational therapy foundations supported the health and empowerment of mothers who participated. Future development of similar programmes is recommended.
INTRODUCTION:Parents of children with developmental challenges often face constraints that reduce engagement in meaningful activities (MAs). This study evaluated the measurement properties of the Spanish version of the Engagement in Meaningful Activities Survey (EMAS) in this population. METHODS:A convenience sample of 688 Spanish parents (468 mothers and 220 fathers) of children with developmental challenges completed the Spanish EMAS, the Occupational Balance Questionnaire (OBQ), the Parental Stress Scale (PSS; Baby's Rewards [PSS-BR] and Stressors [PSS-S]), the Hospital Anxiety and Depression Scale (HADS-A and HADS-D), and the Psychological Well-Being Scale (PWBS). Internal consistency, test-retest reliability, structural validity, and construct validity were examined. CONSUMER AND COMMUNITY INVOLVEMENT:There was no consumer or community involvement in this study. RESULTS:EMAS scores averaged 31.1 (standard deviation [SD] = 7.1) for mothers and 33.4 (SD = 6.4) for fathers, with no floor or ceiling effects. Internal consistency was high (α = 0.88 for mothers; α = 0.86 for fathers). Test-retest reliability in mothers (n = 75) was moderate (intra-class correlation coefficient [ICC] = 0.59, 95% confidence interval [CI]: 0.42, 0.72; rs = 0.62). A two-factor structure showed acceptable fit. Construct validity was supported through correlations with OBQ (rsm [mothers] = 0.61; rsf [fathers] = 0.63), HADS-A (rsm = -0.41; rsf = -0.36), HADS-D (rsm = -0.50; rsf = -0.47), PSS-BR (rsm = 0.37; rsf = 0.31), PSS-S (rsm = -0.25; rsf = -0.26), and PWBS (rsm = 0.46; rsf = 0.52). CONCLUSION:The Spanish EMAS shows robust measurement properties for assessing engagement in MAs among parents of children with developmental challenges. Its use may support family-centred interventions and research.
INTRODUCTION:Occupational therapists in the Australian context provide significant value to mental health, including through Better Access, a Medicare initiative that gives individuals access to up to 10 sessions with a psychologist, social worker, or occupational therapist following a referral from a medical practitioner. However, the experiences of occupational therapists working under the initiative are not widely understood, with no recent occupational therapy-specific research. This study aims to explore the experiences of occupational therapists working under Better Access, their distinct role, and how the system shapes the care clients receive. METHODS:The study used a qualitative, inductive approach. Thirteen occupational therapists who work with people funded by Better Access participated in 30-minute, semi-structured interviews. Data were analysed via thematic analysis. CONSUMER AND COMMUNITY INVOLVEMENT:The lead researcher for this study has lived experience of mental illness and Better Access, but further consumer and community involvement was not undertaken. FINDINGS:Analysis generated themes highlighting the complexity of occupational therapy practice within a psychology-centric system. Participants described how occupational therapists drew on specialised skills to support clients with complex needs, yet worked within structural constraints such as restrictive practice rules, session caps, and limited remuneration. Themes also reflected the undervaluation of occupational therapy and the need for ongoing advocacy to ensure equitable access to services, appropriate funding, and recognition of the profession's contribution. CONCLUSION:The design of Better Access restricts the ability of occupational therapists to provide meaningful and sustainable occupational therapy services. Findings provide further evidence that longstanding issues identified in early research have persisted and that the burden occupational therapists face of consistently advocating for the profession and their clients is symptomatic of broader structural inequities. Findings highlight the need for systemic reform.
Introduction This study outlines the revision and content validity process for the Domestic and Community Skills Assessment, Third Edition (DACSA-3). The DACSA-3 is an occupational therapy instrumental activities of daily living (IADL) assessment, which can be used to assess a person with a mental health condition.Methods The DACSA-3 was developed by considering past development and research, technology changes, and current occupational therapy theories. Nine content experts (occupational therapists with mental health experience) were involved in a qualitative and quantitative review of the DACSA-3 to establish content validity using the content validity ratio (CVR) and content validity index (CVI), with recommended minimum thresholds of 0.78.Consumer and community involvement The DACSA-3 was reviewed by two content reviewers (professionals with lived mental health experience) to ensure that recovery oriented language was included.Results The Initial Interview was retained and updated. The Supporting Interview was removed, because it lacked construct validity. The Observation Checklist was renamed to Context List and updated to include environmental and personal factors that may influence task performance. The Objective Assessment subtests were updated and reduced from 17 to 14 subtests. The money handling, personal presentation, and postage handling subtests were removed, because they were no longer relevant or did not fit the occupational category of IADL. The scoring criteria for each subtest were improved by aligning with the rating scale definitions to prevent discrepancies between ratings and clinical judgement. The CVR of DACSA-3 items ranged from 0.78 to 1.00, and the CVI of the DACSA-3 was 0.98.Conclusion The DACSA-3 is a revised, contemporary occupational therapy assessment of IADL, which has content validity. The CVR and CVI exceeded the minimum recommended thresholds, and thus, the content validity of the DACSA-3 was established. Modifications were made to the DACSA-3 to reduce the administration time and it no longer contains a screening tool.
INTRODUCTION:Developmental coordination disorder (DCD), a common neurodevelopmental condition, is associated with persistent motor and psychosocial difficulties impacting participation and quality of life. International guidelines recommend activity-/participation-focused, task-specific interventions; however, little is known about how Australian occupational therapists translate these recommendations into clinical practice. This study aimed to describe current Australian occupational therapy intervention for children with (or suspected to have) DCD and identify factors that shape occupational therapists' intervention choices. METHODS:A cross-sectional online survey was distributed to Australian occupational therapists via professional organisations/social media September-October 2020. Eligible participants were registered occupational therapists with ≥15% children in their caseload. Quantitative data were analysed using descriptive statistics and regressions. Open-ended responses were examined using inductive content analysis. CONSUMER AND COMMUNITY ENGAGEMENT:No consumers (e.g., parents or children) or community service providers were involved in the design, implementation, analysis, or dissemination of this research. This study focused on describing occupational therapists' self-reported practice, and the survey was developed and piloted exclusively with occupational therapists. RESULTS:One hundred seventy-five occupational therapists met inclusion criteria; 146 completed intervention questions. Most occupational therapists provided individual therapy alongside consultation with parents/educators/other health professionals, and 95% reported providing home/school programmes. Weekly, ongoing sessions were common. Most occupational therapists (97%) used some form of activity-/participation-oriented intervention. Only around half used CO-OP, while two thirds used task-specific approaches; however, more occupational therapists used process-/impairment-oriented interventions targeting body structure and function (77%) and/or interventions aimed at achieving developmental milestones (72%). Six key considerations shaping interventions choices were identified: family circumstances and relationships, practical supports, child factors, access/funding, child/family goals, and occupational therapist/peer experience. CONCLUSION:Australian occupational therapists integrate research evidence, clinical experience, and contextual factors when making intervention decisions for children with DCD. While many use approaches consistent with best practice guidelines, non-recommended practices remain common. Targeted DCD-specific training, improved support for evaluating practice evidence, and addressing funding barriers may align everyday practice with current guidelines.
INTRODUCTION:Recent data from the 2024 Australian Health Practitioner Regulation Agency (Ahpra) Occupational Therapy workforce survey indicated that the primary reason occupational therapists were considering leaving the profession was mental burnout. The second most commonly reported reason was a lack of professional satisfaction and feeling as though work was no longer fulfilling (Ahpra, 2024). The aim of this systematic review was to synthesise prevalence and incidence data of burnout among occupational therapists practising in Australia. METHODS:This systematic review was registered via PROSPERO and conducted in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and Joanna Briggs Institute (JBI) manual for evidence synthesis. Six databases (CINAHL, Medline, Embase, Scopus, PsychINFO, and ERIC) were systematically searched from 1970 to present. Quality appraisal of the included studies was completed using the Joanna Briggs Institute Prevalence Critical Appraisal Tool. CONSUMER AND COMMUNITY INVOLVEMENT:As this was a systematic review of previously published literature, no consumer or community involvement was required. RESULTS:Only seven studies using two burnout measures, published between 1983 and 2025, met the inclusion criteria. Moderate burnout was reported in mean results across burnout measure subsets. The highest scoring sub-category was exhaustion. Factors contributing to burnout were numerous, with the most common being high work and client loads, younger age, and working in roles not specific to occupational therapy. CONCLUSION:Moderate levels of burnout have been identified in Australian occupational therapists over the last five decades. Further research, such as longitudinal and larger scale studies, is required to gain a deeper understanding of burnout to assist in the development of protective strategies to prevent burnout and increase the career span of occupational therapists practising in Australia.
Introduction Aged care in Australia is under scrutiny. In 2021, the Royal Commission into Aged Care Quality and Safety highlighted the need for increased informed choice. Occupational therapists working within residential and community aged care have a responsibility to provide informed choice to their clients. Knowing more about the perspectives of occupational therapists about informed choice with older people will provide insights into practice that may direct future training needs and best practice recommendations. This study therefore aimed to explore perspectives of Australian occupational therapists about informed choice when working with older people.Methods A qualitative descriptive research design was employed. Through purposive and snowball sampling, 10 Australian occupational therapists who work in the aged care sector were recruited. They worked in both residential and community aged care. Data were collected face-to-face and via tele-conferencing using semi-structured interviews; data were analysed using reflexive thematic analysis.Consumer and Community Involvement Consumers of occupational therapy services were not involved, but this is a recommendation for future research.Findings The findings reflected tensions reported in the literature of managing multiple decision-makers and fluctuating decision-making capacity alongside professional responsibilities. Theme 1 described methods for raising client awareness of options, negotiating choices, exercising caution, and supporting dignity or risk. Theme 2 described the communication skills employed for promoting informed choice, and Theme 3 described the need for collaborative decision-making. The final theme outlined the value of workplace policies, procedures, and documents for informed choice.Conclusion Occupational therapists in aged care approach their practice using a person and family centred lens. They employ skilful communication, negotiation, and problem solving. However, tensions exist between managing professional responsibilities around risk and supporting informed choice. Aged care is complex, with ongoing need for training and supervision, and a community of practice for idea sharing and collective problem-solving.
INTRODUCTION:Childbirth trauma affects a significant number of women and their families worldwide, with a broad range of prevalence estimations in Australia from 28% to 45%. Birth trauma has been found to influence the early mother-infant relationship. The role of occupational therapy within the perinatal context is emerging, although evidence of occupation-based interventions for women following birth trauma is sparse. This study aimed to (1) synthesise the literature on non-pharmacological interventions that address both childbirth-related trauma symptoms and the mother-infant relationship and (2) summarise the reported efficacy of the interventions on reducing trauma symptoms and improving the mother-infant relationship. METHODS:Six databases were searched in December 2024. The search retrieved 1532 results, and after duplicate removal, 1476 articles were retrieved, and ultimately six articles were included. The quality of the included studies was appraised for methodological quality according to the Cochrane handbook for assessing risk of bias. Data were extracted in January 2025 and included information on study locations, design, participants, time between childbirth and recruitment, intervention and outcomes, key findings, and limitations. CONSUMER AND COMMUNITY INVOLVEMENT:This systematic review involved no consumer or community involvement. RESULTS:Six studies met inclusion criteria. None of the retrieved studies trialled occupation-based interventions. Psychology and midwifery were the most represented groups in the intervention design and delivery. A range of outcome measures and timepoints were used. Both mother-infant bonding and trauma symptoms improved over time across the intervention and control groups. Evidence was limited to support any specific intervention for trauma symptoms or mother-infant bonding following birth trauma. CONCLUSIONS:Birth trauma is an emerging field of research. From an occupational therapy perspective, there is a scarcity of evidence on interventions that are designed around occupational participation or mother-infant co-occupation. Further research into occupation-based support for women after birth trauma is recommended.
INTRODUCTION:This qualitative study explored stakeholder perspectives on simulation-based learning (SBL) in occupational therapy education across five European countries: Austria, Belgium, Croatia, Finland, and Turkey. The study aimed to examine the potential of SBL as a teaching, learning, and assessment methodology. METHODS:A qualitative study was conducted using five focus groups, one in each participating country. Altogether, 35 stakeholders participated in the study. CONSUMER AND COMMUNITY INVOLVEMENT:No consumer or community involvement was engaged in the conduction of this study nor preparation of the work. FINDINGS:Thematic analysis of transcripts revealed four overarching themes: (1) Occupational therapy competencies best suited for SBL; (2) experiences and perceptions of SBL methodologies in occupational therapy education: Perceived educational value for competency development; (3) rationale for SBL in occupational therapy education; and (4) requirements and challenges associated with implementation of SBL, highlighting both the perceived value and the logistical, institutional, and pedagogical challenges of integrating SBL into curricula. CONCLUSION:Findings confirmed the relevance of SBL for enhancing professional competencies in occupational therapy education and offered rich, context-specific insights shaped by diverse educational and health-care systems. While the limited sample size restricts generalizability, the study provides foundational knowledge for future research and development. Importantly, it underscores the need for adequate resources, structured facilitator training, and strategic planning to ensure the successful implementation of SBL in occupational therapy education. These results contribute to a growing body of evidence supporting simulation as a transformative educational approach that bridges theory and practice, ultimately advancing occupational therapy education and professional preparedness.
Introduction Practice education in occupational therapy can be a challenging learning experience for students, and not all students succeed. Research to date has explored some of the predictors for successful practice education. However, a consolidated description of an occupational therapy student who is successful in practice education is needed. This scoping review systematically searched, identified, and mapped available evidence describing personal and professional characteristics of occupational therapy students who were successful in practice education.Methods Using Joanna Briggs Institute methodology, APA PsychInfo, CINAHL, Scopus, Web of Science, Embase, Google Scholar, and ProQuest dissertations were searched. Records exploring characteristics of occupational therapy students who were successful in placement, defined by passing practice education, were included. Data describing characteristics of successful students were extracted and summarised.Consumer and Community Involvement This scoping review did not involve consumers or community members.Findings Thirty-two records describing the personal and professional characteristics of a successful student were included. Regarding the professional characteristics, students with higher levels of prior academic success who had demonstrated attainment of knowledge and skills at university were more successful in practice education. Effective communication skills and professionalism were important requisite skills. Personal characteristics of resilience and emotional intelligence were linked to practice education success.Conclusion Students with professional characteristics of higher academic scores, specifically, occupational therapy practice skills and professionalism, as well as personal characteristics of resilience and emotional intelligence were more successful in practice education. These findings can inform strategies to prepare students for placement success. Explicit teaching of professional knowledge and skills and educational experiences that enable the development of resilience and emotional intelligence have the potential to enhance student success in practice education.
